Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: The goal is to help the state decide when they should hold their state's fair in order for the state to have the most successful fair. Role: You are a statistician for the state. Audience: You need to convince the fair planning committee to hold the state fair during the month that you find best. Situation: The challenge involves dealing with historic weather data to determine which month the fair should be held in. Product/Presentation: Prezi with graphs made in GeoGebra Standards (six categories for each rubric)
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•GeoGebra: Use GeoGebra to draw the probability distribution and label the parts.
•Comic: Create a comic where a character chooses to do something and show the outcome of the characters decision.
•Google Docs: Create a problem, share it on Google Docs with your classmates and solve your classmates' problems.
•PostermyWall: Make a poster using PostermyWall that explains probability distribution and expected value.
•Timeline: Make a timeline of times when the probability distribution has showed up in your life.
•Prezi: Get data on one of your real life experiences and relate it to the probability distribution and expected value, share with the class using a Prezi.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre- Asessment: survey on what they already know about the probability distribution and expected value
• Checking for Understanding: exit card, quiz, four corners, 3-2-1, pop-it, slap it
• Timely Feedback: self, peer, teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR or CCSS or NGSS)
•Probability is useful in problem solving and decision making. The Probability Distribution is everywhere in real life
•CCSS: Statistics
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•Decision Making
•Expected Values
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
Your state's fair has not been as successful the last few years as the fair planning committee expected. They are concerned that this may be due to weather. You are a statistician for the state. Your job is to help the fair planning committee figure out when to hold the state fair. In a group, you will look at temperature, humidity, wind speed, and natural disasters such as tornadoes, earthquakes, and hurricanes to determine when the fair should be held. You will do this by looking at historic weather data. You will present your findings to the state's fair planning committee using a Prezi with graphs from GeoGebra. If you can convince them to hold the fair in the month that you find to be the best weather wise, then you will become part of the committee and will help plan this year's fair.
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•Prezi/ GeoGebra
•Oral Presentation
By what criteria will student products/performances be evaluated?
Product Criteria
Presentation Criteria
•Content 25%
•Graphs 20%
•Workload 20%
•Creativity/ Originality 15%
•Graphics, sounds, and animations 10%
•Spelling and Grammar 10%
• Comprehension 25%
• Preparedness 20%
• Enthusiasm 20%
•Volume 15%
•Posture and Eye Contact 10%
•Listens to Other Presenters 10%
Stage 2 - Determine Acceptable Evidence.
Role: You are a statistician for the state.
Audience: You need to convince the fair planning committee to hold the state fair during the month that you find best.
Situation: The challenge involves dealing with historic weather data to determine which month the fair should be held in.
Product/Presentation: Prezi with graphs made in GeoGebra
Standards (six categories for each rubric)
Presentation Rubric: Comprehension 25%, Preparedness 20%, Enthusiasm 20%, Volume 15%, Posture and Eye Contact 10%, Listens to other Presentations 10%
Product Rubric: Content 25%, Graphs 20%, Workload 20%, Creativity/Originality 15%, Graphics, sounds, animations 10%, Mechanics 10%
•Comic: Create a comic where a character chooses to do something and show the outcome of the characters decision.
•Google Docs: Create a problem, share it on Google Docs with your classmates and solve your classmates' problems.
•PostermyWall: Make a poster using PostermyWall that explains probability distribution and expected value.
•Timeline: Make a timeline of times when the probability distribution has showed up in your life.
•Prezi: Get data on one of your real life experiences and relate it to the probability distribution and expected value, share with the class using a Prezi.
• Checking for Understanding: exit card, quiz, four corners, 3-2-1, pop-it, slap it
• Timely Feedback: self, peer, teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
The Probability Distribution is everywhere in real life
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Graphs 20%
•Workload 20%
•Creativity/ Originality 15%
•Graphics, sounds, and animations 10%
•Spelling and Grammar 10%
• Preparedness 20%
• Enthusiasm 20%
•Volume 15%
•Posture and Eye Contact 10%
•Listens to Other Presenters 10%